Playing to Learn: How Kahoot Enhances Vocabulary Mastery and Motivation in Indonesian EFL Classrooms

Abstract

This study investigates the effectiveness of the Kahoot application in enhancing vocabulary skills among senior high school students within the Indonesian EFL context. The research aims to explore both teachers’ and students’ perspectives on how gamified learning influences vocabulary mastery, motivation, and classroom engagement. Employing a qualitative phenomenological design, data were collected through semi-structured interviews with English teachers and questionnaires distributed to students who had used Kahoot in vocabulary lessons. The findings reveal that Kahoot significantly improves students’ vocabulary comprehension, retention, and participation by transforming learning into an interactive and enjoyable experience. Teachers reported that the platform fosters active engagement, supports formative assessment, and creates a positive competitive atmosphere that enhances motivation. Students expressed high levels of satisfaction, noting that Kahoot’s visual and auditory features made vocabulary learning more accessible and memorable. However, challenges such as limited internet connectivity, unequal device access, and character restrictions in quiz creation were identified as barriers to consistent use. Despite these obstacles, the study demonstrates that Kahoot contributes to effective and student-centered vocabulary instruction by integrating digital play and pedagogical rigor. These results underscore the potential of gamified learning platforms to strengthen English vocabulary acquisition and suggest that sustainable implementation requires adequate infrastructure and teacher training